I feel that I generally communicate effectively, both with my classes as a whole, and with individual students. I try to develop a classroom culture where the mathematical discourse is not always teacher-centered, where students know that they are expected to contribute their ideas and to learn from each other and not just from me. The excerpt from the student letter of recommendation workshop expresses well what I hope to achieve in this area, though of course, some classes learn to do this more quickly and more effectively than others.
Standard B2: Defines learning expectations and provides timely evaluative feedback on student performance
This is the first of several standards in this section where the school-wide work on assessment has really challenged my prior expectations for myself. At this stage, while I have begun to think more deeply about some of these assessment issues, and to explore possible ways to implement our SAS assessment policies, in many areas, I am only in the beginning stages of implementation.
I wouldn't say that this is a particular strength, but feel that I do this adequately, at least in the sense that most students feel that the learning expectations are clear and that they have an accurate general idea where they stand in terms of mastery of the ideas and skills of the course. The school-wide work on assessment over the past couple years makes me realize, though, that I should seek ways to provide feedback to students oriented around specific standards and benchmarks.
Standard B3: Uses appropriate assessment techniques to guide instruction
Benchmarks:
Communicates clearly assessment criteria to students
Monitors individual student and class progress
Uses the results of assessments to guide instruction
As with the previous standard, I feel that I address this area adequately, but this is another area where it is always possible to do more. My use of assessment to guide instruction is primarily based in a holistic way from classroom observation, so I can do more to use formative assessment in a conscious and deliberate manner to guide instruction.
Standard B4: Uses appropriate assessment techniques to measure and report student learning
Benchmarks:
Utilizes multiple sources of information to assess students’ learning
Assesses students using SAS standards and benchmarks
Uses appropriate assessment tools
Uses appropriate assessment strategies for ESOL and AS students
Creates reports using multiple sources of information
Celebrates achievement of student learning goals
Maintains accurate documentation
Atlas maps for the courses I am currently teaching (2010-11), with assessments linked to Standards and Benchmarks
Last year, I tried for about a quarter to experiment with standards-based record keeping. I took the standards and benchmarks addressed in various units, and tracked students progress on each assessment during the unit. Sadly, I have lost the sheets with the actual records, though the template I created is attached here.
In terms of documentation and reporting, copies of my Core Precalculus reports for each quarter are attached below. I make a conscious effort to update comments quarterly for most if not all students. (Granted, I have had considerably fewer than most teachers!) During Parent-Teacher-Student conferences, a few parents commented that I was the only teacher that had written a personal comment for the report card.
I am confident enough in my assessments to believe that students' grades in my classes fairly and accurately reflect their learning. Of course, this has to be taken in the context of the school-wide work on assessment, as well as the expectations of the math department, both here and school-wide. As is true of other HS math teachers here, my grade reporting is still based on averages, and on types of assessments, rather than on the various standards. And as is also true of other HS math teachers here, I need to work on developing and incorporating more varied types of assessments, beyond traditional pencil-and-paper quizzes and tests.
Standard B5: Motivates and engages all students in meaningful learning and growth
Benchmarks:
Utilizes diverse instructional strategies and resources
Provides opportunities for higher level thinking skills
Provides opportunities for active engagement
Makes learning relevant in a variety of ways
Conveys enthusiasm for learning and teaching
Demonstrates flexibility and responsiveness to student engagement
I feel very lucky to be in a profession that I really love, both for the opportunities to work with young adults, and for the exploration of mathematical ideas. And I hope that this enthusiasm conveys itself to my students and think that in general it does. I have attached notes from an IB HL student and a Core Precalculus student to show that students who love math and students who generally don't both feel challenged and supported in my class.
Standard B6: Differentiates instruction to meet the needs of their students
Benchmarks:
Differentiates content, process, product, and /or learning environment
Differentiates according to students’ interest, readiness, and learning profile
Differentiates according to English language proficiency
Differentiates to promote literacy learning
I have also addressed differentiation in Area A, under Knowledge of Students
I feel that I regularly differentiate my instruction on an informal level, using different types of questioning and different levels of feedback to students as I circulate around the room as they work. However, this is still an area where I can improve, particularly in terms of making my differentiation more planned and deliberate.
Here is some evidence related to ways in which I have tried to differentiate instruction:
When appropriate, i work with Jenny Hope and/or the counselors to develop plans to support individual students' learning, e.g. through LIPs or other interventions.
Many lessons incorporate extensions beyond the normal scope of the course, in order to provide an appropriate challenge for the students who pick up the expected material quickly.
This year (2010-11), one of my IB Math HL students was noticeably weaker than the rest of the class with unit circle trig, which is a prerequisite for much of the trig work in the course, so I developed a set of flash cards and exercises to give him extra practice with this topic.
Standard B7: Integrates the use of technology in instruction and learning goals
Benchmarks:
Demonstrates understanding of the National Educational Technology Standards (NETS) and benchmarks appropriate to grade level for students
Integrates appropriately the use of technology as an instructional tool
This is certainly an area where I could improve a lot, especially in an environment like SAS, where so many teachers are using technology in innovative ways to advance student learning. Returning to full-time teaching is a good opportunity for me to focus more on this area.
In terms of technology that I use regularly:
We use graphing calculators pretty much daily, and new calculator skills are part of every unit test. Calculator skills are taught in conjunction with the corresponding pencil-and-paper skills.
Having students create movies or podcasts showing their solutions to review problems
And I attended Mae's Moodle 101 session earlier this spring. I am interested in learning more about Moodle because I have observed other teachers' enthusiasm for it as a tool that really can improve student learning.
Benchmarks:
I feel that I generally communicate effectively, both with my classes as a whole, and with individual students. I try to develop a classroom culture where the mathematical discourse is not always teacher-centered, where students know that they are expected to contribute their ideas and to learn from each other and not just from me. The excerpt from the student letter of recommendation workshop expresses well what I hope to achieve in this area, though of course, some classes learn to do this more quickly and more effectively than others.
Standard B2: Defines learning expectations and provides timely evaluative feedback on student performance
Benchmarks:
This is the first of several standards in this section where the school-wide work on assessment has really challenged my prior expectations for myself. At this stage, while I have begun to think more deeply about some of these assessment issues, and to explore possible ways to implement our SAS assessment policies, in many areas, I am only in the beginning stages of implementation.
I wouldn't say that this is a particular strength, but feel that I do this adequately, at least in the sense that most students feel that the learning expectations are clear and that they have an accurate general idea where they stand in terms of mastery of the ideas and skills of the course. The school-wide work on assessment over the past couple years makes me realize, though, that I should seek ways to provide feedback to students oriented around specific standards and benchmarks.
Standard B3: Uses appropriate assessment techniques to guide instruction
Benchmarks:
As with the previous standard, I feel that I address this area adequately, but this is another area where it is always possible to do more. My use of assessment to guide instruction is primarily based in a holistic way from classroom observation, so I can do more to use formative assessment in a conscious and deliberate manner to guide instruction.
Standard B4: Uses appropriate assessment techniques to measure and report student learning
Benchmarks:
I am confident enough in my assessments to believe that students' grades in my classes fairly and accurately reflect their learning. Of course, this has to be taken in the context of the school-wide work on assessment, as well as the expectations of the math department, both here and school-wide. As is true of other HS math teachers here, my grade reporting is still based on averages, and on types of assessments, rather than on the various standards. And as is also true of other HS math teachers here, I need to work on developing and incorporating more varied types of assessments, beyond traditional pencil-and-paper quizzes and tests.
Standard B5: Motivates and engages all students in meaningful learning and growth
Benchmarks:
I feel very lucky to be in a profession that I really love, both for the opportunities to work with young adults, and for the exploration of mathematical ideas. And I hope that this enthusiasm conveys itself to my students and think that in general it does. I have attached notes from an IB HL student and a Core Precalculus student to show that students who love math and students who generally don't both feel challenged and supported in my class.
Standard B6: Differentiates instruction to meet the needs of their students
Benchmarks:
I have also addressed differentiation in Area A, under Knowledge of Students
I feel that I regularly differentiate my instruction on an informal level, using different types of questioning and different levels of feedback to students as I circulate around the room as they work. However, this is still an area where I can improve, particularly in terms of making my differentiation more planned and deliberate.
Here is some evidence related to ways in which I have tried to differentiate instruction:
Standard B7: Integrates the use of technology in instruction and learning goals
Benchmarks:
This is certainly an area where I could improve a lot, especially in an environment like SAS, where so many teachers are using technology in innovative ways to advance student learning. Returning to full-time teaching is a good opportunity for me to focus more on this area.
In terms of technology that I use regularly:
I have experimented with other uses of technology this year:
And I attended Mae's Moodle 101 session earlier this spring. I am interested in learning more about Moodle because I have observed other teachers' enthusiasm for it as a tool that really can improve student learning.